International Journal of Management Education最新文献

Developing the critical thinking skills of first year accounting students with an active learning intervention 通过主动学习干预培养会计专业一年级学生的批判性思维能力

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-22 DOI: 10.1016/j.ijme.2024.101086

Mareli Rossouw, Gretha Steenkamp

{"title":"Developing the critical thinking skills of first year accounting students with an active learning intervention","authors":"Mareli Rossouw, Gretha Steenkamp","doi":"10.1016/j.ijme.2024.101086","DOIUrl":"10.1016/j.ijme.2024.101086","url":null,"abstract":"<div><div>Business graduates need advanced critical thinking abilities. Critical thinking is best taught as part of the core technical business curriculum and preferably early in the academic programme. Using action research, the researchers designed and tested the effectiveness of an intervention which sought to develop first-year accounting students' critical thinking abilities as part of their core curriculum. The intervention included explicit teaching on critical thinking in accounting and various active learning exercises (both in the classroom and after class), using a flipped classroom approach, simulations, reflection, real-life or practical examples and student feedback. All 459 registered students were exposed to the critical thinking intervention, and evidence of enhanced student engagement was noted. The effectiveness of the intervention was tested using a one-group pre-test-post-test pre-experimental design, using an accounting-related custom-designed critical thinking measurement tool. A total of 95 pre-test and 72 post-test student responses were statistically analysed (voluntary participation in the study reduced the number of participants below the 459 registered students). Participants' critical thinking scores showed a significant increase (<em>p</em> < 0.01) after the critical thinking intervention, indicating that the intervention was effective and that it is possible to develop first-year students’ critical thinking skills by engaging them in specialised active learning exercises. The unique value of our findings lie in detailing the intervention (which other business educators could employ when including similar interventions in their core modules), developing and piloting the accounting-related critical thinking measurement tool and using the tool (and other methods) to show that the intervention was effective.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101086"},"PeriodicalIF":6.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How can digital innovation capabilities of Chinese college students be cultivated? 如何培养中国大学生的数字创新能力？

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101085

Yangjie Huang , Jiali Zhang , Ying Xu , Yajing Bu

引用次数: 0

Can generative AI motivate management students? The role of perceived value and information literacy 生成式人工智能能否激励管理专业学生？感知价值和信息素养的作用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101082

Emily Maria K Jose , Akshara Prasanna , Bijay Prasad Kushwaha , Madhumita Das

{"title":"Can generative AI motivate management students? The role of perceived value and information literacy","authors":"Emily Maria K Jose , Akshara Prasanna , Bijay Prasad Kushwaha , Madhumita Das","doi":"10.1016/j.ijme.2024.101082","DOIUrl":"10.1016/j.ijme.2024.101082","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) is a disruptive technology that has started to be used among students in management education. However, the question is whether the utilisation of GenAI in educational settings stimulates students to engage in learning activities and broaden their knowledge base. Hence, this study investigates student motivation and perception of using GenAI (ChatGPT) technology in management education. A random sampling technique was employed to survey 478 students from various educational institutions in the southern region of India. The outcomes revealed that GenAI presents both prospects and hurdles in the domain of management education. The disruptive nature of this technology brings forth numerous opportunities for acquiring knowledge and augmenting one's cognitive capacity. Nonetheless, a cautious and accountable approach is imperative for the successful integration of GenAI into the of management education. Consequently, this study provides pragmatic implications for students, educators, and educational institutions. The effectiveness of GenAI in practical settings can be heightened by arranging interactive training sessions led by AI experts, devising easily accessible online educational modules, embedding AI proficiencies into educators through collaborative endeavors or specialized training programs, and establishing systematic assessment protocols to ensure continual improvement.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101082"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of higher education in achieving sustainable development goals: An evaluation of motivation and capacity of Vietnamese institutions 高等教育在实现可持续发展目标中的作用：对越南高等教育机构的动力和能力的评估

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101088

Hoai Thi Mai Bui , Tung Bui , Binh Thai Pham

{"title":"The role of higher education in achieving sustainable development goals: An evaluation of motivation and capacity of Vietnamese institutions","authors":"Hoai Thi Mai Bui , Tung Bui , Binh Thai Pham","doi":"10.1016/j.ijme.2024.101088","DOIUrl":"10.1016/j.ijme.2024.101088","url":null,"abstract":"<div><div>Amidst the pressing global challenges of environmental degradation and social inequality, the role of Higher Education Institutions (HEIs) in achieving the United Nations’ Sustainable Development Goals (SDGs) has become increasingly pivotal. This study examines the pedagogical strategies and engagement of Vietnamese HEIs with sustainability initiatives, focusing on how these institutions integrate sustainability into business and management education. Given that only nine out of 237 institutions in Vietnam have been recognized for significant contributions to sustainable development as of 2023, this inquiry is both timely and critical. The paper employs thematic analysis of qualitative interviews to identify four major themes: motivations for sustainable development, cultural factors and leadership vision, policy inconsistency, and internal communication. This study fills a notable gap in the existing literature by exploring both external determinants like policy frameworks and institutional capacities, as well as underexplored internal factors such as organizational culture, stakeholder awareness, and internal communication within the context of business education. The findings have significant implications for enhancing the role of HEIs in promoting sustainability through innovative teaching practices, effective policy implementation, and strategic leadership. The paper concludes by offering targeted recommendations for educators, policymakers, and administrators to bolster the integration of SDGs in Vietnamese HEIs, thereby contributing to global sustainability efforts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101088"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making sense of generative AI for assessments: Contrasting student claims and assessor evaluations 让生成式人工智能评估更有意义：对比学生诉求和评估员评价

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101081

Isabel Fischer , Simon Sweeney , Matthew Lucas , Neha Gupta

{"title":"Making sense of generative AI for assessments: Contrasting student claims and assessor evaluations","authors":"Isabel Fischer , Simon Sweeney , Matthew Lucas , Neha Gupta","doi":"10.1016/j.ijme.2024.101081","DOIUrl":"10.1016/j.ijme.2024.101081","url":null,"abstract":"<div><div>The rapid growth of generative AI usage in higher education has left educators looking urgently for insights into student usage and guidance on good practice. This case study examines an experiential exercise involving 118 postgraduate management students at a UK business school, where students were asked to write a 500-word reflection on their use of AI for a 2500-word essay-style assessment. Using sensemaking as a theoretical lens, we compare students' claims with assessors' evaluations of students' AI usage. Our findings indicate that students predominantly use generative AI for writing, paraphrasing, and rephrasing, rather than for fostering critical thinking or engaging in the more advanced stages of sensemaking, a level achieved by only one-tenth of the cohort. The consistency between this study's findings and pre-generative AI research suggests that higher education has yet to adapt adequately in ways to integrate AI to mitigate, rather than exacerbate, current sector deficiencies. We call on university leaders to develop institutional strategies that allow for effective and responsible integration of generative AI, and on educators to develop students' critical evaluation and academic writing skills that build on generative AI's affordances, with several specific recommendations made in this article.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101081"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Incorporating augmented reality into teaching marketing strategies: Perspectives from business education teachers and students 将增强现实技术融入营销策略教学：商业教育师生的观点

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101080

Qiuhan Lin , Chinaza Solomon Ironsi

{"title":"Incorporating augmented reality into teaching marketing strategies: Perspectives from business education teachers and students","authors":"Qiuhan Lin , Chinaza Solomon Ironsi","doi":"10.1016/j.ijme.2024.101080","DOIUrl":"10.1016/j.ijme.2024.101080","url":null,"abstract":"<div><div>This study investigates the perceptions of business education instructors and their students regarding using augmented reality (AR) for teaching marketing strategies. Given the changes in education technologies in recent times, teaching strategies and approaches have changed. The study foresees that using AR, a digital resource essential for exposing students to real-life learning experiences, may improve students' learning experiences. The study employed a mixed-method research design to gather information from 112 individuals on the study's objectives. The researchers collected and evaluated data to investigate the participants' perspectives on utilizing augmented reality. The findings of this study reveal that although most studies assert that AR is effective in improving students' learning experiences, students and teachers acknowledged several drawbacks. This study indicates that if AR is used without effective teaching procedures and methodologies, it may not achieve the desired learning outcomes. Other findings were used to make conclusions on the study's objectives.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101080"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of cultural values on students’ communication apprehension in online classrooms: The moderating role of gender 文化价值观对网络课堂中学生交流恐惧的影响：性别的调节作用

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101077

Asal Aghaz , Soroush Dehghan Salmasi

{"title":"The impact of cultural values on students’ communication apprehension in online classrooms: The moderating role of gender","authors":"Asal Aghaz , Soroush Dehghan Salmasi","doi":"10.1016/j.ijme.2024.101077","DOIUrl":"10.1016/j.ijme.2024.101077","url":null,"abstract":"<div><div>In the post-COVID-19 era, online learning has become an integral part of higher education institutions (HEIs). However, limited evidence suggests that communication apprehension (CA) is a core issue in the lack of engagement in online classrooms. This study seeks to investigate how students’ CA dimensions (i.e., communication participation avoidance and low level of communication confidence) can be predicted by their cultural values using horizontal and vertical individualism/collectivism (HVIC) classification. Moreover, this study examines gender differences as a moderator in the relationship between CA and cultural values. This quantitative survey used an online questionnaire for data collection. A total of 498 samples of data were collected From MBA students studying at the seven most prestigious Iranian business schools. The results of data analysis using SmartPLS4 indicated that the CA levels of MBA students are affected by their cultural values in the HVIC classification (excluding vertical collectivism). Additionally, this study revealed that gender plays a moderating role in the relationships between cultural values and CA dimensions. In general, the results indicated that HEIs should foster a culture that supports individualistic values—such as privacy, independency, self-fulfillment, and individual decision-making—in order to lower CA levels among MBA students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101077"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An effective method in project management education: A stepwise project modelled on a real-life project 项目管理教育的有效方法：以真实项目为模型的分步项目

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101079

Muhammad Odeh, Peerasit Patanakul

{"title":"An effective method in project management education: A stepwise project modelled on a real-life project","authors":"Muhammad Odeh, Peerasit Patanakul","doi":"10.1016/j.ijme.2024.101079","DOIUrl":"10.1016/j.ijme.2024.101079","url":null,"abstract":"<div><div>This study examines the use of three different methods in teaching project management: lectures, short case study assignments, and a semester-long stepwise project modelled on a real-life project. The results provide a better understanding of how teaching methods contribute to learning outcomes, measured by students' comprehension and knowledge gained. In Fall 2021 and Spring 2022, 110 and 84 questionnaires were distributed to students in project management courses, with 46 and 34 completed responses, respectively. The overall results indicate that the stepwise project contributes to the outcome of learning more than class lectures, however, no significant difference was found when comparing it with short case study assignments. The results indicate that the stepwise project contributes more to outcomes than other methods when implemented a second time. Overall, the stepwise project appears to be a promising method for further developed teaching plans and classroom policies. Limitations of this study include small sample size, social distancing, and the interdependent effects of teaching methods, which future studies should address. Future research could also explore the impact of teaching methods on leadership, collaboration, and communication skills. The impact of the instructor's experiences and familiarity with teaching methods could also be further explored.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101079"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to “Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China” [Int. J. Manage. Educ. 22(3) (November 2024) 101042] 商科课程混合式学习中本科生的学习方法和学习效果：来自中国的证据》[Int. J. Manage Educational 22(3) (November 2024 101042)]更正来自中国的证据" [Int. J. Manage.

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101065

Liangliang Xu

引用次数: 0

Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts 开发并验证一种工具，用于测量基于商业模拟的学习环境中模型与现实的契合度

IF 6 2区管理学

International Journal of Management Education Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101074

Guan-Yu Lin , Yu-Min Wang , Yi-Shun Wang

{"title":"Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts","authors":"Guan-Yu Lin , Yu-Min Wang , Yi-Shun Wang","doi":"10.1016/j.ijme.2024.101074","DOIUrl":"10.1016/j.ijme.2024.101074","url":null,"abstract":"<div><div>The increasing use of business simulation systems in university classrooms has significantly impacted student learning in entrepreneurship and management. However, the issue of model-reality fit within business simulation-based learning has been largely overlooked in the literature. To address this gap, a reliable and accurate scale for assessing model-reality fit is essential for further research. This study developed and validated a multidimensional instrument based on task-technology fit theory and the Business Model Canvas, using a sample of 133 Taiwanese undergraduate and graduate students. Through established scale-development procedures, a 13-item scale was created, reflecting three key factors: \"partnership and distribution management,\" \"financial management and cost control,\" and \"customer relationship management.\" The scale demonstrated satisfactory internal consistency, as well as convergent, discriminant, criterion-related, and nomological validity. This newly developed multidimensional scale offers a valuable tool for evaluating model-reality fit and advancing future research and theory development in the context of business simulation-based learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101074"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0